Learn About Backwards Design for Curriculum Development
From Wikipedia:
Backward design is a method of designing educational curriculum by setting goals before choosing instructional methods and forms of assessment. Backward design of curriculum typically involves three stages:[1]
• identify the results desired
• determine acceptable levels of evidence that support that the desired results have occurred
• design activities that will make desired results happen
Backward design challenges "traditional" methods of curriculum planning. In traditional curriculum planning, a list of content that will be taught is created and/or selected.[2] In backward design, the educator starts with goals, creates or plans out assessments and finally makes lesson plans. Supporters of backward design liken the process to using a "road map".[3] In this case, the destination is chosen first and then the road map is used to plan the trip to the desired destination. In contrast, in traditional curriculum planning there is no formal destination identified before the journey begins. The idea in backward design is to teach toward the "end point" or learning goals, which typically ensures that content taught remains focused and organized. This, in turn, aims at promoting better understanding of the content or processes to be learned for students. The educator is able to focus on addressing what the students need to learn, what data can be collected to show that the students have learned the desired outcomes (or learning standards) and how to ensure the students will learn.
Massachusetts' Local Model for Students with Disabilities:
Resource Guide to the 2011 (updated fall 2014) Massachusetts Curriculum Frameworks for Students with Disabilities - ENGLISH LANGUAGE ARTS AND LITERACY (Pre-Kindergarten–Grade 12) (Incorporating the Common Core State Standards)
Please become very familiar with this curriculum guide. The first 5 Introductory pages provide a good background. It will take a while to become familiar with the organization.
Investigate one strand of relevance for a target learner that you know. For example, you might select “STRAND Reading – Literature”. Review the section of the manual grade level by grade level, noting the Entry Points and Access Skills options for students who require intensive cognitive support.
National Model for Students with Disabilities:
Dynamic Learning Maps’ Claims are overt statements about what we intend for students to learn.
DLM Claims and Conceptual Areas.
1. Review the Introductory Video
Make notes on this investigation, then move to the second assignment for the first Saturday. Post to the Discussion on the page named Preliminary Assignments - First Saturday.
From Wikipedia:
Backward design is a method of designing educational curriculum by setting goals before choosing instructional methods and forms of assessment. Backward design of curriculum typically involves three stages:[1]
- • identify the results desired
- • determine acceptable levels of evidence that support that the desired results have occurred
- • design activities that will make desired results happen
Backward design challenges "traditional" methods of curriculum planning. In traditional curriculum planning, a list of content that will be taught is created and/or selected.[2] In backward design, the educator starts with goals, creates or plans out assessments and finally makes lesson plans. Supporters of backward design liken the process to using a "road map".[3] In this case, the destination is chosen first and then the road map is used to plan the trip to the desired destination. In contrast, in traditional curriculum planning there is no formal destination identified before the journey begins.The idea in backward design is to teach toward the "end point" or learning goals, which typically ensures that content taught remains focused and organized. This, in turn, aims at promoting better understanding of the content or processes to be learned for students. The educator is able to focus on addressing what the students need to learn, what data can be collected to show that the students have learned the desired outcomes (or learning standards) and how to ensure the students will learn.
<http://en.wikipedia.org/wiki/Backward_design>
Massachusetts' Local Model for Students with Disabilities:
Resource Guide to the 2011 (updated fall 2014) Massachusetts Curriculum Frameworks for Students with Disabilities - ENGLISH LANGUAGE ARTS AND LITERACY (Pre-Kindergarten–Grade 12)
(Incorporating the Common Core State Standards)
http://www.mcas-alt.org/materials/Files/English_Language_Arts.pdf
Please become very familiar with this curriculum guide. The first 5 Introductory pages provide a good background. It will take a while to become familiar with the organization.
Investigate one strand of relevance for a target learner that you know. For example, you might select “STRAND Reading – Literature”. Review the section of the manual grade level by grade level, noting the Entry Points and Access Skills options for students who require intensive cognitive support.
National Model for Students with Disabilities:
Dynamic Learning Maps’ Claims are overt statements about what we intend for students to learn.
DLM Claims and Conceptual Areas.
1. Review the Introductory Video
Intro Video
2. Review the ELA Video - Principles of Effective Instruction in ELA Module
ELA Video
3. Review the DLM – ELA Claims attached following the same path in the same content area as investigated in the Massachusetts model.
Make notes on this investigation, then move to the second assignment for the first Saturday. Post to the Discussion on the page named Preliminary Assignments - First Saturday.